Entry 23 - Memory

MEMORY

1. Encoding (5)
2. Storage (including 3 memory time frames)
3. Retrieval (including 3 types of forgetting)

Encoding...three ways (getting it in)
1) Rehearsal - repeating the information over a period of time. Conscious repetition - a little superficial.
2) Deep processing - think about it a lot. "what does it really mean?"
3) Elaboration - "what is an example?" start with the concept and extend the information by use of say examples.
4) Constructing images. - a form of elaboration (VISUAL)
5) Organization - use structure in learning and thinking. - mind maps (start in the middle) and concept maps (starts at the top). Teacher likes concept maps (hierarchy)

Storage (keeping it in)
First memory time frame is: Sensory- seconds.
Second is: Short-term- about 30 seconds. Just long enough
Third is: Long-term- no time limit...forever.


Retrieval: (getting it out) --- Kinds of forgetting

1. Cue-dependent forgetting
Knowing who find stuff stuff and being able to get it out. Neural pathways are highways down we travel to find whether information is stored. Cue- dependent ...when we encode we attach a label to it. Remember the cue. It can be the way in which you remember something. Devise a system! Facilitate cue dependent retrieval. String on the finger and forget what it means is the cur dependent forgetting.
2. Interference theory-
When new information interferes with the old information. Still know the old information but cannot find it. (covered. Y the new informant.
3. Decay theory-
Neural pathways have "decayed" from non-use.

Enrty 22 - Video Andy Bell.

MAR 16 EDPY

Video notes - Andy Bell
remembering every card in order in 10decks of cards.
Several pathways to memory (neural) only one can be easily broken.
Loci method. 

I just wanted to jot down a quick blog about this video. I thought it was very interesting and wish that we had been introduced to this earlier in the semester. I tried it out myself, of course not to this extent, and found that it works quite well. It was very interesting to see what people can do with their minds. 

Entry 21 - Functional Approach

MAR 13 EDPY

FUNCTIONAL APPROACH

Not just looking at the surface, asking yourself the question of why? Why is she doing that? What need is trying to be met by displaying this behavior?
A lot deeper than operant conditioning.

1. Functional analysis: examines a students inappropriate behavior as well as its antecedents( what comes before) and it's consequences to determine the function that the behavior might serve for the student.

2. ABC: Antecedent, Behavior, Consequence (what happened before, what happened, what happened after) - For a critical incident report. ABC is an example of a functional behavior analysis.

3. Positive Behavior Support: is what we do after the fact of an incident...how we can help the child learn a communication strategy, or conflict resolution. How can we help a child learn the skills to behavior.

4. Strategies
1.Teach desirable behaviors
2. Consistently reinforce the new behavior in a way that the student truly appreciates
3. In your class, have predictable routines. (reduces anxiety & helps to make the students feel comfortable)
4. Provide frequent opportunities for choice.
5. Provide adaptations to support academic success.

BLOG. A student in your class Cody refuses to do his desk work. What are three possible purposes or functions for this behavior. Please suggest an alternative behavior he can learn or adopt to meet each purpose or function.

Video John hunter on the world peace game
a world peace game He has created
What do you want to do? Question the superintendent asked when asked what does he do with teaching gifted children.
Different teachers you've had can come out of you.
Collective wisdom is greater than that of one person.
Spontaneous compassion
Self learning.


Invitation - share thoughts on adopting this kind of student-centered work in your classroom.

Provocation- ummm in case you don't know, building world peace is beyond h curricular outcomes of the k-12 classroom

Entry 20 - Operant Conditioning

MAR 8 EDPY 

Operant Conditioning- is an extremely powerful framework for managing the behavior of people. However it does have limitations...Are they learning how to respect each other and treat strangers in community with respect? Main theorist for concept is B.F SKINNER. "You get more bees with honey than vinegar" Praise, reward and recognition works far better then yelling, criticism  etc.

 Question. How have you seen classroom management done in your journey? Marbles/check marks/tickets/ When I was in the elementary grades I was subjected to many different varieties of classroom management. My grade 5 teacher had this section of the board that was chalked off and made into a chart. It was called ICMM (I Can Manage Myself). Every time a student did something unappropriated (rolling of the eyes was my major downfall) they got a mark on the chart. When the last column was filled the student would have to pull their desk to right up against the chalkboard and remain there for the rest of the day. Below is a chart I constructed that resembles the original. I always disliked this chart when I was younger and getting in trouble but as I have grown I think that it is a good idea and plan to use something along these lines in my teaching career.

Okay so back to operant conditioning....Some important concepts: to distinguish between them two important questions. 1. What is the direction of the behavior change? If upwards we are talking about reinforcement- more polite.. if downwards - punishment - less bullying etc. 2. Is teacher adding or removing something ...add praise add yelling add home letter or phone call....positive...if removing privilege...negative...removing computer time etc Positive reinforcement-Most effective results...adding something to increase behavior. Negative reinforcement-(strangest)- want to condiment an increase in a behavior by removing something. Target behavior is student time spent on studies....tell students anyone who sitting at a term average in june of 85% doesn't have to write to the final exam. Positive punishment- decrease some behavior so add something. Negative punishment - decrease a behaviors but does so through taking something away. Generalization- when a behavior is conditioned in one context the learning can be moved to another context Extinction - stop rewarding any behavior so it becomes evident that even If the student wants negative attention it won't be had. Behavior decrease. Behavior increase Adding something. Positive punishment. Positive reinforcement Taking away some thing Negative punishment. Negative reinforcement 

Entry 19 - Service Delivery Models

MAR 1 & 2 EDPY

 

 

Service delivery models

1. Special education class - Learning and behavior support. Everyone has an individualized program. Learn how to manage their own behavior. Praise works far more effective then criticism. Ex) Marbles in jar - marbles as a reward for good behavior as a class - jar filled equals a pizza party.

2. Resource room / withdrawal model - The kids are together for most of the class (day) and part of the day they are taken from class and put into programs in other parts of the school.

3. Inclusive classroom - Organized around a sense of community - everyone belonging and being educated together well. (included)

Video - problem ownership.

Processing, motivation and perception.

Storage and retrieve.

Associative - can do several things at once.

Cognitive - one thing at a time.

Entry 18 - Shawn Achor Video

FEB 17 Shawn Achor video

The Idea of Positive Psychology

Mindset shapes the experience of happiness.
Happiness - relationships and social bonds are very important.
Progress paradox - becoming less happy with the introduction of new technologies.
Need to study very healthy not just unhealthy.
We have what we study.
Positive psychology is the study of human potential.
Hard work and success equals happiness in the future? Nope
Happy before the activity success rate is increased by fifty percent.
Primed for happiness secures a better result.
DO NOT FOCUS ON WEAKNESS OR NEGATIVE.
Smiles and happiness can spread the same as frowns and depression.

Questions for ponder....

1. How do you respond to what he has to say?
2. How does it resonate with your own life and experiences?
3. What about as a student? 

4. How might teaches apply this?

ANSWERS

1. I think that he has caught onto a great idea with this "positive psychology" and that everyone should listen to this speech! I have the TED app on my Ipad and I have posted the video to my facebook profile to share his ideologies. I think that everyone could benefit from some positivity in their lives!
2. I am always about looking for the bright side of things and try to keep a very positive attitude towards people and life. I have actually cut people out of my life for being negative and bringing my moral down. Who wants to have people like that around?! Not me! I believe in his statement that if we are primed for happiness we will perform at a higher rate and be more happy and content with life. For me this means getting my partner to send me a nice text message so I can wake up to it in the morning. Loving words from my significant other boosts my mood immediately and provides that spring in my step, or the smile on my face. 
3. This should be a very important theme for a student to follow if they should so chose to follow anything. Being happy is a major top priority in many lives and provides a good foundation. Happiness, to me, is a building block for having a complete life. I find that it is hard to concentrate and focus on schoolwork if I am unhappy or stressed.
4. Teachers could apply the idea of "positive psychology" by instilling motivation in their students to work hard and be successful. Perhaps they could suggest to students to do something they enjoy, whether it be reading a book, baking a cake, or laying out in the sun for an hour before getting down to work on homework or a project.  

Entry 17 - Gender

FEB 16 EDPY
 

 A few side notes about gender before the discussion begins..

1. School is a complex situation where a lot of social functions occur. We are socialized into our gender roles at school. It is also a place for the policing of gender. Students will learn who they are and who are they going to become. Taught how a girl/boy should behave.
2. Teachers need to be sensitive to gender as well as informed.

 

 Gender : A learned behavior

1. Preliminary definitions. Sex: biological dimension Gender: sociocultural dimension. Gender roles: expectations for thinking, acting, and feeling. The way we are expected to do so. Cognition behavior and affect.

2. Views on Gender Development
- Biological: the mechanism that drives the complex ways of thinking, acting, feeling. Either starts with physiology or neurology. Biology is not destiny especially for complex attitudes and behaviors. (interactionist view)
- Social Learning: child (boy) observes his teacher, dad, uncle , coach. Throughout the process he learns his gender role. From observing roles models. Social observation. (theorist Albert bandura)
-Cognitive Development Theory: is about the way a child thinks about gender, about the kind of conceptual frameworks (schema) that the child develops about gender. Schemas become more stable over time until eventually they are fixed. Cognition and developmental steps.
- Gender Schema Theory: part of a school of thought with the information processing approach. Information in, something done, information out. The brain is a computer. The way a child processes the information. Can be different, overlapping, or the same as the dominate expectation.

Issues:
1. Stereotypes: textbook definition: broad categories of expected behavior that are typically exaggerations, typically negative , and typically reductive. Want to avoid.
2. Gender bias in education: not a conscious bias, it is an unexamined bias. Ex) giving girls less time to answer a difficult math question.
3. Sexual orientation: self explanatory